The+Individual+in+American+Society-+Topic+2

Topic
toc Short Stories and Poems

**Title**
The Individual in American Society

Students will continue to reflect on the emerging theme, "the individual in American society" through the reading and analyzing of short stories and poems. Students will continue to use comparing and contrasting, inferencing, and interpreting techniques to cite textual evidence to support the theme. Students will be analyzing the authors' use of symbolism and other literary elements(tone, metaphors) to enhance the emerging theme. Group reflections, literary paragraphs, writing an argument, comparing and contrasting poems and informational text, and a critical analysis essay are some of the highights of this topic.

Common Core Standards

 * RL.11-12.9**: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics
 * RI.11-12.6:** Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective
 * RL.11-12.6:** Analyze how style and content contribute to the power, persuasivenessess, or beauty of the text
 * RL.11-12.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly
 * RL.11-12.3:** Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
 * RL.11-12.7:** Analyze multiple interpretations of a story, drama, or poem(e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
 * RI.11-12.2:** Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex anaylsis
 * RI.11-12.9:** Analyze seventeenth, eighteenth, and ninteenth-century foundational U.S. documents of historical and literary significance
 * W.11-12.2:** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
 * W.11-12.3:** Write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
 * W.11-12.6:** Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
 * W.11-12.3:** Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome(e.g., a sense of mystery, suspense, growth, or resolution).
 * W. 11-12.3:** Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 * W.11-12.5**: Develop and strength writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpoe and audience.
 * W.11-12.9:** Draw evidence from literary or informational texts to support analysis, reflection, and research
 * SL.11-12.1:** Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups,) with diverse partners on grades 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
 * SL.11-12.3:** Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal task
 * SL.11-12.2:** Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
 * RI.11-12.2:** Determine two or more central ideas of a text and analyze their development over the course of the text, including how they inter **RI.11-12.3:** Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
 * L.11-12.1:** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * L.11-12.3**: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * L.11-12.4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
 * L.11-12.5:** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.11-12.6:** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
 * L11-12.6:** Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Suggested Student Objectives

 * Compare and contrast attitudes in the texts (**RL.11-12.7), (****L.11-12.1), (L.11-12.1)**
 * Interpret and relate paradox and allusion to the text (**RL.11-12.1), (****L.11-12.1), (****L.11-12.5)**
 * Make inferences from quoted dialogue of characters in multiple text (**W. 11-12.3), (****L.11-12.1), (****L.11-12.5)**
 * Recognize the characteristics of the Anti-Transcendentalism literary movement ( **RL.11-124), (****SL.11-12.3:), (****L.11-12.1), (****L.11-12.5),** **L.11-12.4)**
 * Develop an appropriate theme using evidence from specific texts.(**W.11-12.5), (RL. 11- 12.3), (RL.11-12.1)**
 * Verify the preliminary determination of meaning of a word or phrase in the literary works. **(L.11-12.6), (L.11-12.4)**

Suggested Additional Readings
"On Being Brought from Africa to America"(Phillis Wheatley) Poem - Internet or //African American Literature// "To My Dear and Loving Husband"(Anne Bradstreet) Poem - Prentice Hall //Literature: The American Experience, p.57// "Upon the Burning of Our Bed" (Anne Bradstreet) Poem - Prentice Hall //Literature: The American Experience, pp. 15-17// "The Hangman" (Maurice Ogdon) Poem - Internet "Because I Could not Stop for Death"(Emily Dickinson) Poem -Prentice Hall //Literature: The American Experience, p.380// "The Minister's Black Veil" (Nathaniel Hawthorne) Short story - Prentice Hall //Literature: The American Experience, pp. 294-302// "The Wedding Knell" (Nathaniel Hawthorne) Short story from //Twice-Told Tales// //"Young Goodman Brown"// //(//Nathaniel Hawthorne//) - Short Story// =

Resource Links
//African American Literature// Prentice Hall //Literature: The American Experience// [|www.readingandremembrance.ca/forms/RR2006/HangmanPoem.pdf] Hawthorne's //Twice-Told Tales//

Activities

 * COLLABORATION**
 * After reading and discussing (as a group) one of the texts in this unit, reflect on a question related to the theme "the individual in American society." Share reflection with members of a different group. (**RL.11-12.9,** **SL.11-12.1, SL.11-12.1, SL.11-12.3).**
 * WRITE**
 * Write a well-developed paragraph based on an author's use of a literary technique or element to enhance an appreciation of the text. (**RL.11-12.3,** **W.11-12.3, L.11-12.1, RL.11-12.7).**
 * Write an argument in which you use three pieces of textual evidence to support your opinion as to whether Bradstreet's poems typify or differ from the other Puritan literature in this unit. (**RL.11-12.9, W.11-12.9, SL.11-12.1))**
 * READ**
 * Read and analyze literature, including stories and poems, proficiently. (**RI.11-12.2,** **L.11-12.1)**
 * Examine (as a group) an article on the Anti-Transcendentalists literary movement, read Hawthorne's short stories, and outline the characteristics of the movement in a graphic; present as a finding as an oral (**SL.11-12.1,** **L.11-12.5, L.11-12.4, RI.11-12.6, ).**


 * WRITE/INFORMATIVE/EXPLANATORY**
 * Select a passage from one of the poems(e.e., "On Being Brought from Africa to America") and another from one of the informational texts and/or short story that treat a similar theme and write an informative/explanatory essay, using at least three pieces of textual evidence to support an original thesis statement (**W.11-12.2,** **W.11-12.9****)**
 * Compare and contrast the figurative and connotative meanings as well as specific word choices in two of the poems(Dickinson's poem) in order to determine how the metaphors shape the meaning and tone of each poem **(RL.11-12.4,** **L.11-12.4,** **L.11-12.5)**
 * Rewrite Wheatley's poem using words from your vocabulary to replace some of the "classical wording." Explain how your word choice change the meaning and the tone of the poem.
 * Choose two texts from this unit and write a critical analysis essay developing a common theme. (**W.11-12.9)**
 * Apply the acquired knowledge for the theme the individual in American's society to personal experiences.

Assessments
The teacher will conduct observations and administer assistance during class activities. Students will be assessed through responses to oral questioning and appropriate homework assignments. The students will be assessed on the group assignment through a group and individual rubric by teacher as well as students. Students' paragraphs and essays will be assessed through the use of an essay rubric based on the specific type of writing. Students' responses to interpretative questions following each selection will be graded, either orally or written. Students will complete a check test and/or quiz after the completion of each section of the texts. All oral presentations will be assessed through peer feedback and teacher rubrics and/or comments. Graphic organizers will be checked for accuracy.